A Correlational Study of Teachers’ Nonverbal Language and Learners’ Classroom Participation Anxiety in Foreign Language Classroom The Case Of 2end Year LMD Students At Abbes Laghrour University Khenchela

dc.contributor.author	Rabehi Fatma -Fatima Saadi Wafa
dc.date.accessioned	2024-03-02T11:57:49Z
dc.date.available	2024-03-02T11:57:49Z
dc.date.issued	2019
dc.description.abstract	ABSTRACT The present study investigate the correlation between teachers’ nonverbal language and learners’ classroom participation anxiety in (FLC). It attempt to shed the light on the importance of using body language to enhance the learning process on the part of foreign language learners. We opted for a quantitative research method to test our hypotheses.Weused ‘Nonverbal immediacy scale’, ‘foreign language classroom anxiety scale’ and ‘grid observation’ to collect data from second year LMD students of English at the Division of foreign languages in Khenchela University. The main objective of our research is to identify how teacher’s nonverbal behaviors correlate with classroom participation anxiety in FLC. After analyzing data, we found that there is a negative correlation between the two variables. This means that when TNVL increases, CPA decreases. Consequently, Nonverbal language plays a crucial role in FLC.
dc.identifier.uri	http://dspace.univ-khenchela.dz:4000/handle/123456789/2880
dc.language.iso	en
dc.publisher	UNIVERSITY OF ABBES LAGHROUR-KHENCHELA
dc.title	A Correlational Study of Teachers’ Nonverbal Language and Learners’ Classroom Participation Anxiety in Foreign Language Classroom The Case Of 2end Year LMD Students At Abbes Laghrour University Khenchela
dc.type	Thesis

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